• Amanda Queiroz Moura (Licenciatura em Matemática - Unesp)
  • Catherrine Thiene Rossini (Licenciatura em Matemática - Unesp)
  • Claudia Regina Boen Frizzarini (Licenciatura em Matemática - Unesp)
  • Elielson Sales (Doutorando em Educação Matemática A imagem no ambiente informatizado enquanto elemento facilitador para o ensino de geometria com criança surda)
  • Elizabete Leopoldina da Silva (Licenciatura em Matemática - Unesp)
  • Eloísa Jussara de Souza Silva (Licenciatura em Matemática - Unesp)
  • Lessandra Marcelly (Doutoranda em Educação Matemática)
  • Miriam Godoy Penteado (Coordenadora)
  • Renato Marcone (Doutorando em Educação Matemática)
  • Vanessa Cintra (Doutoranda em Educação Matemática)

terça-feira, 2 de fevereiro de 2010

Algebra and problem-solving in Down syndrome: a study with 15 teenagers

Artigo publicado em:
European Journal of Special Needs Education, Volume 25, Issue 1 February 2010 , pages 13 - 29.

Authors: Elisabetta Monari Martinez a; Katia Pellegrini b
Affiliations: a Department of Pure and Applied Mathematics, University of Padua, 35121 Padova, Italy
b Department of Psychology, University of Padua, Padova, Italy

abstract disponível em,email

There is a common opinion that mathematics is difficult for persons with Down syndrome, because of a weakness in numeracy and in abstract thinking. Since 1996, some single case studies have suggested that new opportunities in mathematics are possible for these students: some of them learned algebra and also learned to use equations in problem-solving. Here an educational study with 15 teenagers with Down syndrome is presented: fractions, percentages, first-degree equations and problem-solving with equations were taught and learning was monitored. The students' performances during the course and in a final test were compared: the students seemed to have learned the new programme and to remember it one month later. They seemed to perform better with equations and problem-solving with equations than with other more conventional topics. There were no significant differences in the performance of different gender groups.

Keywords: Down syndrome; mathematics; algebra; problem-solving; mathematical education; special education

Nenhum comentário: